Composing via Dictation and Speech Recognition Systems: Compensatory Technology for Students with Learning Disabilities

Abstract

This article provides a rationale for using an oral mode of production as a means of composing. For individuals with learning disabilities (LD), composing orally may allow them to circumvent transcription or text production problems (e.g., handwriting, spelling, punctuation), which in turn may allow greater focus on higher-order concerns such as planning and content generation. Support for this position comes from research on the use of dictation as well as studies of both simulated and existing speech recognition systems involving individuals with LD. Current characteristics of speech recognition systems are described, with an emphasis on what these applications require of teachers and students. Finally, recommendations are offered for teachers who plan to use dictation or speech recognition with individuals with LD.

Attention Deficit Hyperactivity Disorder (ADHD) and Writing Learning Disabilities

“…Considering it in this way, the effective writer chooses, adopts or invents strategies that will improve his aims (Buttler, Elaschuk & Poole, 2000;de la Paz, 1999de la Paz, , 2001, that is, in an autosettled way (Graham & Harris, 2000), which implies an efficient use of the cognitive ways, such as the reflexive. The intervention focused on improving the strategy of the reflexive process is important and interesting, as well as the cases of overlapping between the ADHD and problems with written composition.…”

Using Speech Recognition Software to Increase Writing Fluency for Individuals with Physical Disabilities

“…According to De La Paz (1999), there are five components of speech recognition software that are important. These components include training requirements, whether or not the software can effectively recognize continuous speech, the system's vocabulary size, error-correction procedures, and the system's overall accuracy rate.…”

“…With dictation, the user can bypass the mechanics of writing and focus more on what he wants to say (De La Paz, 1999).…”

“…Additionally, people have to modify the way they talk (De La Paz, 1999). They cannot speak naturally, and often, they have to slow their speech and over-pronounce words.…”

“…The attention needed to control the motor movements may interfere with the ability of the student to effectively maintain his thoughts in working memory . All of these learning issues, along with the physical aspect of writing, can result in thoughts being lost (De La Paz, 1999).…”